Abstract

Cognitive load theory suggests that a student’s learning will be inhibited if ‘the instructional materialsoverwhelm a learner’s cognitive resources’ (Cook 2006, p.1076): the less prior knowledge a learner has, the moresusceptible they are to overload. Cognitive load theory provides the basis for a number of instructional design rules.These include the use of multiple representations, and the use of dual mode presentations (e.g. verbal plus visual).In our first year Zoology practical classes, we have observed that many students have difficulty visualising what they willdo in class from reading a set of written instructions. Thus they are less well prepared, and less able to take fulladvantage of the learning experiences offered by the practical exercises. When that exercise involves a dissection, thereare ethical implications (ANZCCART 2005). We therefore prepared a series of prelaboratory exercises to support each ofour dissection-based practical classes. These are PowerPoint shows illustrating the procedure for each stage of thedissection, with written comments and questions designed to highlight key learning concepts: they are loaded into ouronline learning site the week before the relevant practical.To gauge the impact of this initiative, we surveyed our students before releasing the first prelaboratory, and in thepenultimate week of semester. The surveys were designed to elicit information on how well-prepared they feel for theirclasses, and what type of preparation they do: 68% commented that they ‘like to see or be shown what I have to do’. Wealso sought feedback from the demonstrators about the types of questions being asked by the students to gauge theeffectiveness of the prelaboratories in helping the students conceptualise what they would be doing in class. Preliminaryanalysis suggests that the prelaboratories were enthusiastically embraced by the students, and that there may beenhanced learning outcomes.